(1) Fluency and Collocations by Dave Robinson
A study Dave Robinson carried out suggests that learning collocations may be a way of helping students to improve their fluency. After a brief overview of the study, the presenter will describe how he judged fluency and collocations and then he will discuss the results of the study.
(2) Student Reading Habits and Perceptions: Before and after Extensive Reading by Richard Lemmer
Results of a pre and post questionnaire administered to students a in 15-week Extensive Reading courses will be presented. Reading habits in English, reading preferences, reading strategies, and perceived outcomes affecting reading speed, comprehension, and vocabulary acquisition will be examined.
The conference will focus on the various aspects of Extensive Reading with presentations in English and Japanese.
Areas of particular interest include: starting an extensive reading program, creating a reader library, reading speed, motivating readers, extensive listening with extensive reading, student interest in reading and more.
The conference is sponsored jointly by the Extensive Reading Special Interest Group, Okayama JALT, and the Foreign Language Center of Okayama University.
There will be presentations in Japanese and English.
Registration and more details can be found at http://erjseminar.org
Recording a conversation with a student, transcribing some of the talk, and then analyzing it have long been common study practices in teacher training programs. With the global recognition of Conversation Analysis as an analytical tool to make sense of spoken data and to draw attention to how talk is co-managed, it seems like a good time to review the basic skills of discourse analysis for language teachers. What teachers can learn about the way they talk to students comes from examining how talk actually occurs.
The annual chapter year-end party will be held following the meeting.
All universities in Japan must now submit to an external "accreditation" evaluation every seven years. They receive assessment in multiple categories, not to mention grades: pass, probation, and fail. This presentation examines the ramifications of--and opportunities afforded by--this requirement, from the unfortunate (e.g., the often ill-conceived expansion of on campus "Faculty Development") to the hopeful (including possibly better education...and more tenure opportunities for foreign faculty).
Native English-speaking teachers at Japanese universities are often asked to proofread manuscripts written by colleagues in scientific fields. However, research has questioned the efficacy of "native checks" by language teachers on professional texts. The presenters will first describe an ongoing study centering on proofreading done by three groups of native English speakers on nursing abstracts. Different revision strategies employed by these proofreaders will be discussed. The second hour will follow a workshop format; attendees can explore their own revision strategies and attitudes towards proofreading and error correction.
Bacterial meningitis causes sensorineural deafness in 13 to 30% of infant survivors. Until the development of cochlear implants deafened children could acquire signed but not oral language. The language outcomes of 41 prelingually deafened children who received cochlear implants before three years of age were analyzed using the patient records at one implant centre in Australia. While the spoken language of these children was significantly better than it would have been without cochlear implants, there might be greater benefit with more language training.
Academic writing skills can be one of the most challenging yet rewarding skills to teach to EFL learners. This presentation will focus on ways to guide students through the stages of writing a clear, cohesive, and well-organized paragraph – knowledge which they can also utilize for later essay writing. Additionally, attention will be given to the background and attributes of the process approach as well as various methods of carrying out peer review activities. Real writing samples will be used to supplement the description.
What are the needs of lower level business students? How can we develop practical skills and/ or exam scores in a limited time? How can we adapt our lessons to meet a variety of course types? These questions and more will be answered using content from Business Venture Third Edition.
Grant Trew: During his 20 years in Japan, he has been a teacher, teacher trainer, course coordinator for a large language school, testing and evaluation consultant and writer of ELT materials.
This workshop focuses on how self-access language learning might be integrated into the curriculum in high schools and universities. In the first part of the workshop, the presenter outlines a course in self-directed language learning that he developed and delivered to first-year Japanese university students. He then discusses what he learned from the process and a 3-year research project exploring the learners’ experiences. In the second part, participants have an opportunity to examine the pedagogical model and explore how they might adapt it to their teaching/learning situation.
In this workshop, the audience will learn how to blend Moodle into their language classes. They will get hands-on experience in setting up a course and populating it with resources and activities. The presenter will emphasize those aspects of Moodle that facilitate collaborative learning. By the end of this workshop, the audience should be in a position to have their own students take a constructive role in their own Moodle courses.
Peter Ruthven-Stuart has been using Moodle since 2003 as both a teacher and administrator. He is interested in constructivist and collaborative online task design.